This article puts forth new ways of thinking about "becoming multilingual" in transnational and contemporary times by investigating the significance of multilingualism for multilingual student teachers enrolled in French language teacher education programs within the provinces of Alberta and Ontario. As more diversity is present in French language education classrooms, we can no longer look at multilingualism in the same way, nor can we continue to view social identities as static. With the use of a longitudinal sociolinguistic ethnography and a discourse analytic framework in addition to specific case studies in teacher education, our findings reveal some of the student teachers' complex linguistic practices, attachments, and awareness of certain representations. Some of the findings demonstrate how certain representations get constructed, valued, negotiated, and contested, and the impact of attachment to linguistic norms on the development of multilingual repertoires. Our findings provide critical ways for us to observe not only what multilingual student teachers do with language but also how and why they do the things that they do, how they come to see themselves in different spaces, how they are seen by others in certain contexts, and how certain representations become meaningful as well as embodied and performed. This study will also have an impact on future generations of teachers in multilingual schools.